Educational psychology

722 Pages·2017·28.59 MB·English

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GLOBAL EDITION
THIRTEENTH EDITION
Educational Psychology
ANITA WOOLFOLK
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To my mother,
Marion Wieckert Pratt.
A remarkable educator,
An adventurous world traveler,
A courageous advocate for all in need,
And a wonderful guide in life—
Thank you.
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About the Author
So you will know your author a bit better, here is some information.
Anita Woolfolk Hoy was born in Fort Worth, Texas, where her mother taught child development
at TCU and her father was an early worker in the computer industry. She is a Texas Longhorn—all
her degrees are from the University of Texas, Austin, the last one a PhD. After graduating, she was
a psychologist working with children in elementary and secondary schools in 15 counties of central
Texas. She began her career in higher education as a professor of educational psychology at Rutgers
University, and then moved to The Ohio State University in 1994. Today she is Professor Emerita at
Ohio State. Anita’s research focuses on motivation and cognition, specifically, students’ and teach-
ers’ sense of efficacy and teachers’ beliefs about education. For many years she was the editor of
Theory Into Practice, a journal that brings the best ideas from research to practicing educators. With
students and colleagues, she has published over 80 books, book chapters, and research articles.
Anita has served as Vice-President for Division K (Teaching & Teacher Education) of the American
Educational Research Association and President of Division 15 (Educational P sychology) of the
American Psychological Association. Just before completing this thirteenth edition of Educational
Psychology, she collaborated with Nancy Perry, University of British Columbia, to write the second
edition of Child Development (Pearson, 2015), a book for all those who work with and love children.
4
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Preface
Many of you reading this book are enrolled in an educational psychology course as part of your
professional preparation for teaching, counseling, speech therapy, nursing, or psychology. The ma-
terial in this text should be of interest to everyone who is concerned about education and learning,
from the nursery school volunteer to the instructor in a community program for adults with dis-
abilities. No background in psychology or education is necessary to understand this material. It is
as free of jargon and technical language as possible, and many people have worked to make this
edition clear, relevant, and interesting.
Since the first edition of Educational Psychology appeared, there have been many exciting
developments in the field. The thirteenth edition continues to emphasize the educational implica-
tions and applications of research on child development, cognitive science, learning, motivation,
teaching, and assessment. Theory and practice are not separated in the text, but are considered
together. The book is written to show how information and ideas drawn from research in educa-
tional psychology can be applied to solve the everyday problems of teaching. To help you explore
the connections between research and practice, you will find in these pages a wealth of examples,
lesson segments, case studies, guidelines, and even practical tips from experienced teachers. As you
read this book, I believe you will see the immense value and usefulness of educational psychology.
The field offers unique and crucial knowledge to any who dare to teach and to all who love to learn.
NEW CONTENT IN THE THIRTEENTH EDITION
Across the book, there is increased coverage of a number of important topics. Some of these include:
• New explorations of current research on teaching and models of expert teaching, introduced
in Chapter 1 and continued throughout the book.
• Increased coverage of the brain, neuroscience, and teaching emphasized in Chapter 2 and
also integrated into several other chapters.
• Increased coverage of the impact of technology and virtual learning environments on the
lives of students and teachers today.
• Increased emphasis on diversity in today’s classrooms (see especially Chapters 1 to 6). Portraits
of students in educational settings make diversity real and human for readers.
Key content changes in each chapter include:
• Chapter 1: My goal is that this text will provide the knowledge and skills that will enable you
to build a solid foundation for an authentic sense of teaching efficacy in every context and for
every student, so there is new information about three models of good teaching: Charlotte
Danielson’s Framework for Teaching, TeachingWorks from the University of Michigan, and
the Gates Foundation Measure of Effective Teaching. Also, the section on research now ex-
amines different kinds of qualitative and quantitative research and what you can learn from
each kind (see Table 1.2).
• Chapter 2: New information on the brain, synaptic plasticity, executive functioning, and
implications for teaching, including an approach based on Vygotsky called Tools of the Mind.
• Chapter 3: New sections on cultural differences in play, physical activity and students
with disabilities, eating disorders and the Web sites that promote them, self-concept, and
Jonathan Haidt’s model of moral psychology.
• Chapter 4: New sections on nine possible multiple intelligences, accommodations under
Section 504, autism spectrum disorders, student drug use, and ways to identify students
who are gifted and talented.
5
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6
PREFACE
• Chapter 5: New information on learning to read, emergent literacy and language diversity,
sheltered instruction, and student-led conferences.
• Chapter 6: New coverage of homeless and highly mobile students, expanded coverage of
poverty and school achievement, opportunity gaps, and stereotype threat.
• Chapter 7: Expanded coverage of teaching implications of behavioral learning.
• Chapter 8: Updated coverage of working memory, developmental differences, and teach-
ing implications of cognitive learning theories.
• Chapter 9: Updated sections on metacognition and learning strategies, creativity, and
transfer, and a new section on Paul and Elder’s model of critical thinking.
• Chapter 10: New material on inquiry learning and teaching in a digital world, including
Betty’s Brain—an example of a virtual learning environment, the use of games in teaching,
and the initiative to teach computational thinking and coding.
• Chapter 11: Updated coverage of self-efficacy, self-regulated learning, and new material on
emotional self-regulation.
• Chapter 12: Updated treatment of self-determination theory and goal theory, expanded
coverage of helping students cope with anxiety, and new material on flow and motivation.
• Chapter 13: New sections on understanding your beliefs about classroom management,
creating caring relationships, bullying, restorative justice, and Marvin Marshall’s views on
consequences and penalties.
• Chapter 14: Recent research on teaching, as well as new sections on the Common Core and
Understanding by Design.
• Chapter 15: New sections on what teachers think about high-stakes testing, value-added
assessment, and PARCC tests.
A CRYSTAL CLEAR PICTURE OF THE FIELD
AND WHERE IT IS HEADED
The thirteenth edition maintains the lucid writing style for which the book is renowned. The text
provides accurate, up-to-date coverage of the foundational areas within educational psychology:
learning, development, motivation, teaching, and assessment, combined with intelligent examina-
tions of emerging trends in the field and society that affect student learning, such as student di-
versity, inclusion of students with special learning needs, education and neuroscience, educational
policy, and technology.
FEATURES OF THE BOOK
Advances in Digital Technologies Reflected in the Book’s Pedagogy
Resources available in the etext enable readers to observe development in context and to apply and
assess their understanding of the concepts in the book. These resources include (a) embedded as-
sessments with feedback and (b) content extensions and examples.
EMBEDDED ASSESSMENTS WITH FEEDBACK. In every chapter, readers will find three
types of assessments: Self-check quizzes, application exercises, and a licensure practice exercise.
• Short self-check quizzes appear at the end of each major text section. The quizzes are designed
to help readers assess their mastery of the learning outcome or outcomes covered in the sec-
tions they’ve just read. When readers of the etext click on a highlighted link in the Pearson
etext, an interactive multiple-choice quiz is displayed. Readers may answer the questions and
then submit their quizzes to be scored, after which they can see the questions they’ve answered
correctly, the questions they’ve answered incorrectly, and written feedback that includes ratio-
nales for the correct and incorrect answers.
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7
PREFACE
Additional Text Features
With an unswerving emphasis on educational psychology’s practical relevance for teachers and stu-
dents in classrooms, the text is replete with current issues and debates, examples, lesson segments,
case studies, and practical ideas from experienced teachers.
Point/Counterpoint sections in each chapter present
two perspectives on a controversial question related to the
POINT/COUNTERPOINT
field; topics include debates on the kinds of research that
What Should Schools Do to Encourage Students’ Self-Esteem?
should guide education (p. 45), brain-based education
There are over 2,000 books describing how to increase self- Self-Esteem,” suggests that we rethink self-esteem and move
(p. 66), the self-esteem movement (p. 130), pills or skills for esteem. Schools and mental health facilities continue to develop toward honest self-appraisal that will lead to self-control. She
students with ADHD (p. 170), the best way to teach E nglish self-esteem programs ( Slater, 2002 ). The attempts to improve suggests, “Maybe self-control should replace self-esteem as a
students’ self-esteem have taken three main forms: personal primary peg to reach for” (p. 4 7 ).
language learners (p. 219), tracking (p. 246), using rewards dperovgerloampms ewnht earect itvhiteie csu sruricchu luams sfeoncsuitsievist yd tirreacintilny go; ns eimlf-persotevienmg COUNTERPOINT The self-esteem movement
to encourage student learning (p. 306), what’s wrong with self-esteem; and structural changes in schools that place greater has promise Erik Erikson (1980) warned years ago: “Children
emphasis on cooperation, student participation, community in- cannot be fooled by empty praise and condescending encour-
memorization (p. 344), teaching critical thinking and prob- volvement, and ethnic pride. Are these efforts valuable? agement. They may have to accept artificial bolstering of their
self-esteem in lieu of something better. . . .” Erikson explained
lem solving (p. 384), problem-based education (p. 409), POINT The self-esteem movement has big problems. that a strong and positive identity comes only from “whole-
Some people have accused schools of developing programs hearted and consistent recognition of real accomplishment, that
teacher efficacy (p. 449), the value of trying to make learn-
where the main objective is “to dole out a huge heaping of is, achievement that has meaning in their culture” (p. 95 ). A study
ing entertaining (p. 490), zero tolerance (p. 540), homework praise, regardless of actual accomplishments” ( Slater, 2002 , that followed 322 sixth-grade students for 2 years found that stu-
p. 45). Frank Pajares and Dale Schunk (2002) point to another dents’ satisfaction with school, their sense that classes were inter-
(p. 572), and holding children back (p. 616). problem. “[W]hen what is communicated to children from an early esting and teachers cared, and teacher feedback and evaluations
age is that nothing matters quite as much as how they feel or how influenced students’ self-esteem. In PE, teachers’ opinions were
confident they should be, one can rest assured that the world will especially powerful in shaping students’ conceptions of their ath-
sooner or later teach a lesson in humility that may not easily be letic abilities ( Hoge, Smit, & Hanson, 1990) . Being placed in a
learned. An obsession with one’s sense of self is responsible for low-ability group or being held back in school seems to have a
an alarming increase in depression and other mental difficulties” negative impact on students’ self-esteem, but learning in collab-
(p. 16 ). Sensitivity training and self-esteem courses assume that orative and cooperative settings seems to have a positive effect
we encourage self-esteem by changing the individual’s beliefs, ( Covington, 1992; Deci & Ryan, 1985 ). Interestingly, special pro-
making the young person work harder against the odds. But what grams such as “Student of the Month” or admission to advanced
if the student’s environment is truly unsafe, debilitating, and un- math classes had little effect on self-esteem.
supportive? Some people have overcome tremendous problems, Beyond the “feel-good psychology” of some aspects of
Guidelines appear throughout each chapter, provid- but to expect everyone to do so “ignores the fact that having the self-esteem movement is a basic truth: Self-esteem is a basic
positive self-esteem is almost impossible for many young people, right of all humans. We deserve to respect ourselves, and neither
ing concrete applications of theories or principles discussed. giv GenU theI dDepElorLabIle NconEdiStio ns under which they are forced to the society nor its school should undermine that respect. Re-
live H beylp tihneg i nCehqiulditireesn in o of uDr isvoocriectey ” (B eane, 1991 , p. 27). member the Girls Project described in Figure 3.2 , which reminds
See, for example, pages 111, 224, 346. Worse yet, some psychologists are now contending that young girls that their value, and their self-esteem, should be
Tloakwe s neolf-tees toefe amn yis s nuodtd ae pnr ochbalenmg,e ws hine rbeeahs ahvigiohr stehlaf-te smteigehmt may b 3as. e Tdh oen s tthuedier ncth maraayc tbere, saknigllsr,y awnidth a httirsi bour thees—r pnaoret natpsp, ebaurta mncaey.
indicate problems at home. direct the anger at teachers. Don’t take the student’s anger
Ebxea.m Fpolre se x ample, they contend, people with high self- esteem If we pveierwso snealfll-ye. steem accurately as a product of our thinking and
a ( B1re.a u Bommre eo sairtseolte emrwrt,a tiCcollhia np mpgha pyitsbnoisec ,al lirl,n a sKfpylirimcudte pwgptoeeaimrig,n h&s t sa Vgunocadhhi ns ap ,o su2r nr 0leio0sps3hes ;m ,a Sftealeantdtitge hruo,e en2a, 0 doo0ar2tc h )h.e eIrnss ot Fiouinrnd sa cowtuiiotthn w so—hthaoetu rrsre —vsaotlhuueercnse, wsid eae rasees ,ea a vana disl iabgbenllieifei cafast n ayts o rwoulere ls l fcaohsro otohuler. isn ctheoraocl-.
addi etixocne,s hs iegnhe srgelyf.- esteem does not seem to predict academic P Erxaacmticpeless t h at allow authentic participation, cooperation, prob-
le2a. rn Bmineog oa.wd Inian raee s losa,fr gtseeigm sntpsue dory ft eaonmf taorudtmioolsne,as olc erd ndistitsfrf,ei cgsuslol tsbyu acinlh s peaaslfy - iensgte em did l e1m. s Twoaollvkrki nteogr ,,t ohaern pdsrc ihnaoccciopola mpl spayblcisohhuomtl oesgtnuitsd tse, hngotusui dlwdah nroec pese laceocmeu n tpsooe nllioceri,ee sdso tchiaalt
not actoterrnetliaotne owr itcho nacneyn toraf ttinhge. nine academic outcomes mea- dama oguets sideelf -heestlepe. m, such as tracking and competitive grading.
s3u.r e Lde (t M paarrsehn etst kanl.o, w20 a0b6o ).u At nthde w shtuedne pnetso’ pslieg nsse to sf esltfr-eessst.e em as 2. Consider establishing a discussion group, led by a trained
a main goal, they may pursue that goal in ways that are harmful BEWaAduRlEt, fOorF s tEuIdTeHnEtsR w/OhoRse parents are going through a
Talk individually to students about their attitude or behavior divorce.
cohvaenrg tehse. Tlohnisg griuvne.s Tyhoeuy am cahya, nfcoer teox afminpdl eo,u at vaobido ucto unnstursuucatilv e Another possibility is to change the focus from self-esteem
sctrrietiscsis smusc ho ar s cdhiavlolernceg.i n g tasks ( Crocker & Park, 2004 ). Psy- t Boe smenosreit ivsep teoc ibfico ths eplaf-rceonntcse’ pritgs,h tsb etoca iunsfeo rmsealtfi-ocno.n c epts in
Ecxhaomlopgliesst L auren Slater (2002) , in her article “The Trouble with Examples
1. Be a good listener. Students may have no other adult 1. When parents have joint custody, both are entitled
willing to hear their concerns. to receive information and attend parent–teacher
2. Let students know you are available to talk, and let the conferences.
student set the agenda. 2. The noncustodial parent may still be concerned about the
child’s school progress. Check with your principal about
Watch your language to make sure you avoid stereotypes state laws regarding the noncustodial parent’s rights.
about “happy” (two-parent) homes.
Examples Be aware of long-term problems for students moving
1. Simply say “your families” instead of “your mothers and between two households.
Guidelines: Family and Community Partnerships sec- fathers” when addressing the class. Examples
2. Avoid statements such as “We need volunteers for room 1. Books, assignments, and gym clothes may be left at one
tions offer specific guidelines for involving all families in GUmoIthDer”E or L“YIouNr faEtheSr can help you.” pwaitrhe ntht’es hoothueser pwahreennt t. he student is currently on visitation
H Fealpm sitluyd aenndts C moaminmtauinn siteylf P-easrtteneemr.s h ips 2. Parents may not show up for their turn to pick up their
their children’s learning—especially relevant now, when de- Examples child at school or may miss a parent–teacher conference
P r1o. m Reoctoignngiz eT ar ajonbs wfeellr d one. because the note never got home.
mand for parental involvement is at an all-time high and the 2. Make sure the student understands the assignment and
Keep cfaanm hilaiensd ilen ftohrem weodr kalobaodu.t Tthhies iirs cnhoitld t’hse c tuimrreic utolu pmil e on Fo3r. id Seuags gabeosut tt hhealtp sintugd cehinldtsre wn ournkd ewrsitthan gdr adnivdorpcaer, esneets to do a
need for cooperation between home and school is critical. so thenye cwa ann sdu pveproy rdt ifleficaurnlti nwgo.r k. muex ftaemnsiiloyn m.meismsoourryi. ebdouo/xkp. loCro/hmesbgiunied eh/ihsutmoraicnarel l/rgehse66a0rc0h.h tamn d
Examples writing.
See, for example, pages 75, 226, 388. 1. Asutm thmea briezginignn tihneg koefy u gnoitas lso,r am faejwo ro pf rtohjee cmtsa, joser nadss aig lne-tter Show connections between learning in school and life
ments, and some common problems students have in outside school.
learning the material for that unit. Examples
2. Ask parents for suggestions about how their child’s inter- 1. Ask families to talk about and show how they use the
ests could be connected to the curriculum topics. skills their children are learning in their jobs, hobbies, or
3. Invite parents to school for an evening of “strategy learn- community involvement projects.
ing.” Have the students teach their family members one of 2. Ask family members to come to class to demonstrate how
the strategies they have learned in school. they use reading, writing, science, math, or other knowl-
edge in their work.
Give families ideas for how they might encourage their
children to practice, extend, or apply learning from school. Make families partners in practicing learning strategies.
Examples Examples
1. To extend writing, ask parents to encourage their children 1. Focus on one learning strategy at a time. Ask families to
to write letters or e-mails to companies or civic organiza- simply remind their children to use a particular strategy
tions asking for information or free products. Provide a shell with homework that week.
letter form for structure and ideas, and include addresses of 2. Develop a lending library of books and videotapes to
companies that provide free samples or information. teach families about learning strategies.
2. Ask family members to include their children in some 3. Give parents a copy of the Guidelines: Becoming an
projects that require measurement, halving or doubling Expert Student on page X XX , rewritten for your grade
recipes, or estimating costs. level.
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CHAPTER 2 (cid:127) COGNITIVE DEVELOPMENT 91
FIGURE 2.5
BRANDON’S PLAY PLANS
At the beginning of age three, Brandon’s play plans show that he wants to go to the art center.
By the end of age four, Brandon plans to pretend to be a king. He is beginning to use sounds in
writing.
8 End of age four
PREFACE
Beginning of age three
Teachers’ Casebook sections present students with
Source: “Brandon’s Plan, Beginning Age 3 Preschool”. Tools of the Mind. http://www.toolsofthemind
TE.orAg/cCurricHulumE/pRresScho’o l .C UseAd bSy peErmBissioOn. OK work. You are more concerned that they cannot critically
realistic classroom scenarios at the beginning of each
evaluate what they are reading. And all they are reading is
WHAT WOULD YOU DO? UNCRITICAL THINKING the Net! chapter and ask “What Would You Do?”—giving stu-
This year’s class is worse than any you’ve ever had. You
oafs tshige nMeidn da prerosejeacrtc thh apta ipneclru, daensd c uyorruic ufilnudm m idoeraes afonrd p mreoscrheo ol, kinder CgaRrtIeTn,I CanAd Lsp TecHialI NneKedIsN G dents the opportunity to apply all the important topics of
(see toolsofthemind.org) . One key idea taken from Vygotsky is that as children develop mental
thsuotasouvinlidsng egs nu tthcthshee a iaWrrs e aes ttutbresa niitsnte iggnoi onetsh t “ efbgo raWra dbfe,ob bcbeud ufs otia nrwt ghta heyae” tst itebru nyidnt iafeononnyrt,m snt haeawetpiyo p snciege.a haIrsnt e t o oibtr s ebseionelfug ,n pdr.i sTohneeyr (cid:127)s l eoa Htfr iontohn wte oit rw h ceeoonynuv tlaidrrroo elyn otfmhiunee dihnri etna—lgtp- oyno uthr est Wudeebn?t s evaluate the informa- the chapter to these scenarios via application questions.
tceonmtiopnle. tAe lsye cuonncdr itkiecya li daebao ius tt hwaht aptl athy,e pya fritnicdu loanrl yt hder aImntaetricn eptr.e tend pl (cid:127)a y, Bise tyhoen md othsti si mimpmoretadnita te issue, how will you help students Students may then compare their responses to those of
92 PART I (cid:127) STUDENTS a“cItfi viti tiys sounp pthoert iWnge bth, ei td mevueslot pbmee rnigt hotf” y iosu tnhge cahtitlditruedne. Tohf rmouogsht dramatict hplinayk cmhoildrere cnr ilteiacranll yto a bout the subjects you are teaching?
fsotcuudse antttesn. tTiohne,i rc foinrsttr odl riamftpsu alsrees ,f iflolelldo ww rituhle qs,u uostee ssy tmhbaot lsse, eremgu late the (cid:127)ir o Hwonw b ewhialvl iyoorsu, atnadk ec oin-to account the cultural beliefs and veteran teachers appearing at the end of each chapter. See,
ovpeerrya tbei awsiethd ottoh eyros.u S, ob au tk ethy eerleem aernet noof tshoeu Trocoelss ocfi ttehed M oirn ldis tceudrr.i culum forv yaoluunegs cohfi lydoreunr isst puldaye nts as you support their critical
pItl ains sn, octr ejautsetd t bhya tt hsteu sdtuednetns tds othne’tm ksnelovwes .h Cohwi ldtore rne fderraewn cae p tichteuirre of how tthhienyk ipnlagn? to play that for example, pages 56, 234, 436.
GUIDELINES day, and then describe it to the teacher, who may make notes on the page and thus model literacy
Applying Vygotsky’s Ideas ainct Tiveitaiecsh. iPnlgan s become more complex and detailed as children become better planners. F igure 2 .5
shows Brandon’s simple play plan at the beginning of age three and then another plan at the end of
Tailor scaffolding to the needs oafg es tfuodure.n Htsi.s l ater plan shows better Bfiunield m oont otrh ceo sntturodle, nmtso’r ec umltauturarle fdurnadwsin oogff, kkinnncoorwweallseeedddgg imee agina-
Examples tion, and greater use of language. ( N. Gonzalez, Moll, & Amanti, 2005 ; M Moollll eett aall..,, 11999922 ) )..
1. When students are beginning new tasks or topics, provide Examples Reaching Every Student sections present ideas for assessing, teaching, and
models, prompts, sentence s Rtaertaecrsh, icnoagc hEinvge,r ayn dS tfeuedde-nt: T e1a.c h Idienngtif yi nfa mthilye k “noMwalegdigce M byi dhdavlien”g students interview
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challenge themselves but to wseheerke h seulppp worhte fnr otmhe yo tahreer rsetauldlye nts, le2a.r n Tinieg amssaigtenrimales,n otsr ttoh et hteeasech feurn ids sa olsfo k anvoawilalebdleg. eS,o amnedt iumsees Consider how two teachers—one based
stuck. the best teacher is another student who hcaos mjumst ufingiutyr eedx pouertt hs otwo etov asloulavtee t haess pigronbmleemnt,s b. ecause this iPni aVgyegtoiatns ktihaeno trhye—ormy iganhdt doinffee rb ians ethde iinr
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Examples of explanations, elaborations, and qu e1st.i o Enxs.p Ienr iamdednitti owni,t hst pudeeenr ttsu sthooriunlgd; btee aecnhc osuturadgeendt sto h uoswe ltaon a-sk
1. Teach students to use learninggu aagned t oo orgrgaanniziazeti othneairl sthtriantkei-ng and to talgko aobdo uqtu wehstaiot tnhse ayn adre g tirvyein hge tlop fauclc eoxmpplalinshat. iDoniasl.o gue and
gies, research tools, languagdei stcouoslssi o(wn ikairse, idmicptoiorntaanrite asv, eonru es to l2e.a rn Eixnpge (ri Kmaerpnot vw &ith Bcroaonpsfeorradt,iv 1e9 l9e5a ;r n Kinogzu sltirna t&eg Pierse s dseeissecnri,b ed
computer searches), spreads1h9e9e5ts ; , W anindk w &o rPdu-ptnroeyc,e 2s0si0n2g) . The Guideilnin Cesh: aApptpelyr i 1n0g . V ygotsky’s Ideas in Teaching on the next page
programs.
gives more ideas for applying Vygotsky’s insights.
2. Model the use of tools; show students how you use an ap-
pointment book or electronic notebook to make plans and S tiopu.prcseyc: h Foolro mgyo.orerg in/vfoygrmotastkioy.nh tamblo ut Vygotsky and his theories, see
manage time, for example.
Lessons for Teachers are succinct and usable principles for teaching
Cognitive Development: Lessons for Teachers
based on the research. See, for example, on page 92.
In spite of cross-cultural differences in cognitive development and the different theories of develop-
ment, there are some convergences. Piaget, Vygotsky, and more recent researchers studying cogni-
tive development and the brain probably would agree with the following big ideas:
1. Cognitive development requires both physical and social stimulation.
2. To develop thinking, children have to be mentally, physically, and linguistically active. They
need to experiment, talk, describe, reflect, write, and solve problems. But they also benefit
from teaching, guidance, questions, explanations, demonstrations, and challenges to their
thinking.
3. Teaching students what they already know is boring. Trying to teach what the student isn’t
ready to learn is frustrating and ineffective.
4. Challenge with support will keep students engaged but not fearful.
SUMMARY
(cid:127) A Definition of Development (pp. 58–60) What are three questions about development and three
What are the different kinds of development? Human general principles? For decades, psychologists and the
development can be divided into physical development public have debated whether SdevUelopPmenPt is LshaEped MENTS
(changes in the body), personal development (changes in more by nature or nurture, whether change is a continu-
an individual’s personality), social development (changes ous process or involves qualitative differences or stages,
in the way an individual relates to others), and cognitive and whether there are critical times for the development
development (changes in thinking). of certain abilities. We know Ttodhayi st htath tihretsee esnimtphle edition of Educational Psychology provides a comprehensive and integrated col-
lection of supplements to assist students and professors alike in maximizing learning and instruc-
tion. Together, these materials immerse students in the content of the text, allowing them and
their instructors to benefit from a deeper and more meaningful learning experience. The following
resources are available for instructors to download from www.pearsonglobaleditions.com/Woolfolk.
Enter the author, title of the text, or the ISBN number, then select this text, and click on the
“ Resources” tab. Download the supplement you need. If you require assistance in downloading any
resources, contact your Pearson representative.
INSTRUCTOR’S RESOURCE MANUAL. The Instructor’s Resource Manual synthesizes all of the
resources available for each chapter and sifts through the materials to match the delivery method
(e.g., semester, quarter) and areas of emphasis for the course. This manual includes activities and
strategies designed to help prospective teachers—and others seeking a career working with children
or adolescents—to apply the developmental concepts and strategies they have learned.
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